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ERIC Number: ED442824
Record Type: Non-Journal
Publication Date: 2000
Pages: 49
Abstractor: N/A
Reference Count: N/A
Measuring School Performance To Improve Student Achievement and To Reward Effective Programs.
Heistad, Dave; Spicuzza, Rick
This paper describes the method that the Minneapolis Public School system (MPS), Minnesota, uses to measure school and student performance. MPS uses a multifaceted system that both captures and accounts for the complexity of a large urban school district. The system incorporates: (1) a hybrid model of critical indicators that report on level of performance, cross-cohort changes, growth or gain scores, and value-added measures; (2) specific standards, set in a collaborative manner by stakeholders and then aligned with MPS criteria and real-world consequences; and (3) a cycle of continuous school improvement planning. The system is an example of how value-added indicators can be, and should be, included in any fair accountability model designed to evaluate the effectiveness of schools. The expanded growth model addresses the differential balance of student characteristics across MPS schools. Evaluating the overall performance of schools based on a set of indicators allows the MPS to evaluate the effectiveness of the school district in meeting the needs of all its students. Continuous school improvement is based on detailed information reports provided to all school sites, the "School Information Reports." These documents set the stage for site-based analysis and planning. Appendixes contain a chart of the quality performance indicators, the MPS quality performance rubric, a graph displaying quality performance points, and a chart describing the school improvement planning cycle. (Contains 6 figures, 2 tables, and 23 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A